The Japanese Approach to Environmental Issues - World Affairs ...

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s“Debate whether the benefits of the interstate highway system outweighed the costs. To get started,students are directed to divide a sheet of paper in half lengthwise. On one side, they list ‘winners’who benefited and the reasons why. On the other side, they list the ‘losers’ who were negativelyimpacted. These web links will help students identify the costs and benefits.”Expand the activity to include Japan’s development of the shinkansen (high-speed rail) system. Givestudents Handout #4: Transportation “Winners” and “Losers” and ask them to fill it in as fullyas they can. Students may begin their research on the shinkansen by using the resources listed at theend of this packet. After students have completed the activity, display or hand out the followingdocument:http://www.econedlink.org/lessons/nn725/docs/nn725_list_of_winners_losers.pdfFor additional curriculum ideas:America on the Move, Unit Four: 1950s and 1960s – Suburban Communities on the Movehttp://americanhistory.si.edu/onthemove/learning/classroom.htmlReview the curriculum unit and decide which parts you would like to use with your class. The unit ispart of the America on the Move series by the Smithsonian Institute’s National Museum ofAmerican History. The activities incorporate primary sources, city planning concepts, and equityissues around development of interstates and suburbs.ACTIVITY 5: SOURCES & BIBLIOGRAPHIESOverview of activity: This activity will help students distinguish between primary and secondarysources, and closely examine examples of primary sources. Students will also work alone or ingroups to practice writing annotated bibliographies.PART 1: REVIEW PRIMARY AND SECONDARY RESOURCESVisit the following “Research 101” website for help presenting the concepts of primary andsecondary sources to your students. You may also ask students to navigate the site and take the quizat the end:http://www.lib.washington.edu/uwill/research101/basic00.htmFor more on primary sources, visit the following websites:• Using Primary Sources on the Webhttp://www.lib.washington.edu/subject/History/RUSA/• Using Primary Sources in the Classroomhttp://lcweb2.loc.gov/learn/lessons/primary.htmlOption 1: The Federal Highway Act of 1956Download the Federal Highway Act of 1956 from the following site:http://www.ourdocuments.gov/doc.php?doc=88Or pass out Handout #5: The Federal Highway Act of 1956. Ask students to read a section ofthe document and answer the questions.8
Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960sOption 2: Maps as primary resourcesAsk students to search for at least two pairs of maps from different time periods, and discuss whatchanges and developments the maps reveal:• A U.S. highway/interstate map from the 1950sA recent U.S. highway/interstate map• A U.S. railway map from the 1950sA recent U.S. railway map• A Japanese highway/interstate map from the 1950sA recent Japanese highway/interstate map• A Japanese railway map from the 1950sA recent Japanese railway mapPART 2: WRITING ANNOTATED BIBLIOGRAPHIESVisit and direct students to the following websites for guidance on writing annotated bibliographies:• The OWL at Purdue: Annotated Bibliographieshttp://owl.english.purdue.edu/owl/resource/614/01/• Claremont Graduate University Writing Center: Writing Annotated Bibliographieshttp://www.cgu.edu/pages/836.asp• OSPI also provides guidance on writing annotated bibliographies in some of the CBAmaterials. See, for instance, the middle school Causes of Conflict CBA. Click on “supportmaterials” and look for the checklist called “Analyzing Sources” on page five.http://www.k12.wa.us/assessment/WASL/SocialStudies/MiddleSchool.aspxListed below are six resources on transportation in Japan and the U.S. Ask students to explore eachsite and write an annotated bibliography. Or, divide your class into six groups and ask each groupmember to tackle one website and write an annotated bibliography. Have students report back tothe class summarizing what they learned and whether they feel their source is useful and reliable.Geography of Japanhttp://spice.stanford.edu/docs/geography_of_japan/Ministry of Lands, Infrastructure and Transport: History of Japanese Roadshttp://www.mlit.go.jp/road/road_e/hist/index.htmlHigh-speed Railways in Japan: A Short History and Current Topicshttp://library.krri.re.kr/own/rail_treatise/2003fail/20031211/8598_file_001.pdfThe Interstate is 50 (either use the website or choose another document on the site)http://www.interstate50th.org/docs/techmemo1.pdfOverview of U.S. Freight Railroadshttp://nationalatlas.gov/articles/transportation/a_freightrr.html#fourThe Great Paving: How the Interstate Highway System helped create the modern economy--and reshaped the FORTUNE 500.http://money.cnn.com/magazines/fortune/fortune_archive/2004/01/26/358835/index.htm9
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Page 6 and 7: ENVIRONMENTAL ISSUES AND AGREEMENTS
Page 8 and 9: BBC TIMELINE - JAPANhttp://news.bbc
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Page 12 and 13: COMMITMENT TO ENVIRONMENTAL ISSUES:
Page 14 and 15: ABOUT.COM: RARE DISEASES - MINAMATA
Page 16 and 17: THE INSTITUTE OF CETACEAN RESEARCH
Page 18 and 19: gives kids the opportunity to learn
Page 20 and 21: George, Timothy S. Minamata: Pollut
Page 22 and 23: JAPANESE GOVERNMENT & POLITICSASIA
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Page 28 and 29: HAIKUIN THE MOONLIGHT A WORMhttp://
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Page 32 and 33: JET ALUMNI ASSOCIATION (JETAA)http:
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